Thesis (Ph. D.) - Central University of Technology, Free State, 2007 / This academic study was conducted as a critical scientific enquiry on the positionality of service learning at selected South African higher education institutions. The study critically and scientifically reflects on the positionality of the concept of service learning as practised at higher education institutions. It elucidates the different levels of conceptualisation and operationalisation of service learning by universities in relation to their catchment areas. In so doing, the study probes the positionality of power relations between higher education institutions and their catchment areas and/or local communities in the practice of service leaning. Given the traditional and historical domineering and ‘ivory tower’ positioning and conduct of higher education institutions in relation to their catchment areas, the study explores the fundamental nature and spirit of power relations in the operationalisation of service learning. It probes whether the relationship between service learning policy development and societal development initiatives is still shaped and influenced by historical legacies of the apartheid logic, such as academic domineering and institutional hegemony. The study also investigates whether these feature in the pursuit of service learning, curriculum development and transformative efforts as practised by selected universities. In order to draw parallels with studies of a similar nature, the study interrogates related literature. This enabled reflection on progressive conceptualisations of service learning, as opposed to retrogressive and/or technicist and, perhaps hegemonic and categorising concepts of service learning. In so doing, the study moves from the premise that, despite high levels of interest in civic matters within and among institutions of higher learning in South Africa, service learning as a vehicle for social transformation and progressive teaching and learning, seems to be largely neglected, under-theorised and, at times, disguised as a tool for the reproduction of inequalities. As a means of collecting data for the purpose of analysis and interpretation, the study uses a purely qualitative methodology. A Textually Oriented Discourse Analysis (TODA) was selected as a first choice and preferred methodology for the study of this nature because of its propensity to thematise issues of power relations. Furthermore, qualitative methodology is predisposed to recognising the subjectivity of the researcher in being intimately involved in the research process. This subjectivity, as encouraged by qualitative methodology, has guided everything in this research study, beginning with the choice of the topic, proceeding to developing objectives for the study, to the selection of the methodology itself and ultimately to the interpretation of data. Through this methodology, the researcher was encouraged to reflect on the values and objectives of the study and how these could be used to problematise issues of power relations. Although the study presents some quantitative data from other sources, there were a number of research problems that, for one reason or the other, did not lend themselves to a quantitative/ positivistic approach. Claims and pronouncements of quantitative researchers about the principles of objectivity, quantification and absolutism are not appropriate for thematising about issues of power relations, especially in instances of hegemony, domination, exclusivity, ideological inclination, discursion, justice and emancipatory praxis. To contextualise and narrow the focus area for research purposes, two South African higher education institutions (the universities of the Free State and of the Witwatersrand) were selected for the study. The choice of the two institutions was influenced by their history of involvement in service learning and curriculum repositioning processes. They have also been consistently portrayed by the South African academic world as strong campaigners in the operationalisation of first-rate service learning models, in the Free State and Gauteng provinces respectively (refer to chapter three for a detailed justification for such a choice). The findings of this study indicate that the selected universities have responded to calls to reposition themselves in the area of synchronising their academic offerings with the reconstruction and development imperatives of the country. The research established that the two institutions have produced strategic service learning policy documents as a means of responding more appropriately to the needs of communities. The implementation of such documents was intended to enable the two institutions to develop service learning policy positions, thus making an institutional commitment to operationalising service learning. The study has, however, determined that there are gaps and inconsistencies in terms of policy commitments and the operationalisation of service learning by the two institutions. In line with the themes developed in this study, it was established that the two institutions have limited the extent of their commitment to paper (policy documentation) and heartfelt pronouncements. The study furthermore reveals that despite the paper and heartfelt commitments of the two institutions on the concept of service learning, they are still restfully positioned as expert-oriented entities. By their nature and continuous domineering roles, they remain sites for the transmission of an effective dominant and domineering culture which limits the possibilities of their unleashing an emancipatory praxis that is so critical in the context of a transforming South Africa.

The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.

The goal of this study was to analyze the impact of instructional format and pedagogical approach on students' learning and motivation within the introductory communication course. Three hundred eighty-five students participated in this study within one of four contexts: face-to-face instruction with service-learning, face-to-face instruction without service-learning, blended instruction with service-learning, and blended instruction without service-learning. A series of MANOVAs was utilized for the study. Results of the study, possible explanations for the results, limitations, and guidelines for future research are presented.

Embarking on a study abroad experience is thought to be a transformational experience for students, and previous researchers have tended to find that the potential benefits of study abroad experiences, including greater conceptual and behavioral intercultural competence, are greater with longer periods abroad. The purpose of this study was to create an intentional learning experience for students who embarked on a short-term study abroad in rural areas of China and to apply faculty intervention of a student development approach to student learning to create a high-impact learning environment for students centered on a service-learning project. This qualitative study gathered primary data from students and instructors during the course through a collection of observation and field notes, student journals, pre- and post-construct tests, and final presentation. Follow-up interviews were conducted 10 months after course completion. Six students participated in this course and study who were from a variety of disciplines and classifications. Five students were female; one was male. Four students were undergraduates; two were graduate students. Student ethnicities included three Caucasians and African American, along with two international students from Mexico and Iran. Key outcomes of this study were that when short-term study abroad faculty members applied creative interventions, students were transformed with regard to their beliefs, perspectives, and behaviors and that when they guided students through a process of reflection and analysis, students exhibited exponential personal development. In addition, the ability to challenge or support students in reaching higher levels of personal development is a privilege that faculty must earn over time and through an authentic demonstration of care for students’ wellbeing. Short-term study abroad faculty members can use the results of this study to maximize the developmental impact of such programs on student participants.

Service-learning continues to gain in popularity across the higher education landscape and can be found in most educational institutions. Although more often found in student affairs programming, it is also viewed as a viable pedagogy. Most studies show that service-learning impacts students in various ways: academically, socially and vocationally. The research study employed quantitative methods. It analyzed prediction of participation in community service/service-learning with students' self-assessment on five outcomes: academic skills, social integration, community integration/alumni expectations, connection with the campus community and change in opinions, values and attitudes. A canonical correlation analysis was conducted on data collected on the Profile of Today's College Student administered by NASPA-Student Affairs Administrators in Higher Education. The data represent a random sample (N = 374) of undergraduate students enrolled at a mid-sized, private four-year university located in the south central United States. The study looked for statistical significance as well as employed effect size measures. The study found participation in community service/service-learning predicts on all five factors in the model. Additional analysis incorporated effect size measures to further strengthen the results. The results were both statistically (p < .001) and practically significant (Rc2 = .101). Connection with the campus community and social integration were best predicted by participation in community service/service-learning. Surprisingly, change in opinions, values and attitudes was found to be least predictive, but correlated at significant levels. Research on service-learning has focused on service-learning related to academic performance, often neglecting the co-curricular experiences and development. Since service-learning can be found in co-curricular and academic programming, more research on community service/service-learning should focus on co-curricular service experiences.

This research project examined the effects of participation in a six-month global service-learning program in the intercultural development of a group of students. The students under consideration herein participated in the 2009 program year of the Grace University EDGE Program, which took place in Mali, West Africa. The present research builds on and contributes to three primary areas of research: intercultural development, service-learning, and study abroad. As the literature in these areas revealed the lack of a consistent way to assess global service-learning, I tried a three-part method of assessment. First, the Intercultural Development Inventory formally measured growth in intercultural competence. Second, guided course-writing generated by the students was used to facilitate followup interviews of most participants, especially considering the intersections between IDI results and students' self-perceptions as reported in their papers. Third, the interviews were coded and explored for information related to the process of intercultural development. The participants, overall, demonstrated positive intercultural competence gains while undergoing a complex process involving the impetus for and experience of development, ultimately resulting in changed patterns of thought.

Der Beitrag zeigt einige Potenziale und Restriktionen des Wissenstransfers zwischen Hochschulen und Zivilgesellschaft auf und konkretisiert dieses Thema aufgrund einer mittlerweile über zehnjährigen Erfahrung mit Lernen im Engagement bzw. mit der Lehr- und Lernmethode Service Learning im Kontext von Universität und Zivilgesellschaft. Im ersten Kapitel wird der Wissenstransfer zwischen Hochschulen und Zivilgesellschaft erläutert, dabei die normativ aufgeladene Idee einer „Third Mission“ verworfen, ein sehr kurzer Blick in die Binnen- und Außenwelt von Hochschulen geworfen und die Konturen der organisierten Zivilgesellschaft umrissen. Anschließend wird im zweiten Teil des Beitrags Service Learning als ein wichtiger Baustein des Transfers kurz dargestellt und erläutert. Der Beitrag schließt mit einer ersten Einschätzung zur Entwicklungsperspektive des Wissenstransfers.

Service Learning ist ein didaktisches Konzept, welches problemorientiertes Lernen mit der Zivilgesellschaft verbindet. Studierende bearbeiten reale Probleme, welche eine Verbindung zu ihrem Curriculum (z. B. Modulziele) haben und Herausforderungen in der Zivilgesellschaft aufnehmen. Zielstellung ist u. a. eine ‚zivile Verantwortungsfähigkeit’ bei den Studierenden zu fördern. Konzeptionelle wie empirische Studien modellieren das Konstrukt ‚zivile Verantwortungsfähigkeit’ unterschiedlich und in der Regel auf der Grundlage von retrospektiven Forschungsdesigns. Im vorliegenden Aufsatz werden demgegenüber Ergebnisse einer prozessnahen, empirischen Untersuchung in der Lehrer_innenbildung vorgestellt. U. a. zeigt sich, dass die wissenschaftliche Beschäftigung mit einem Service-Projekt einen Einfluss auf die Positionsbildung zum zivilgesellschaftlichen Engagement hat.

Der folgende Artikel stellt zwei Untersuchungen und ein Forschendes Lernen-Projekt im Rahmen von Service Learning am ProfessionalCenter der Universität zu Köln vor. Die Untersuchungen hatten die Motivation der teilnehmenden Studierenden sowie die Beweggründe der Projektpartner_ innen zum Gegenstand. Als Beispiel, um den Facettenreichtum und den Nutzen von Service Learning sowohl für Studierende als auch für zivilgesellschaftliche Organisationen zu verdeutlichen, dient die für die Kölner Freiwilligen Agentur durchgeführte Wertbeitragsanalyse der Initiative Lesewelten als Best Practice-Projekt. Abschließend werden weitere umgesetzte Service Learning-Projekte aus diesem Bereich vorgestellt.

Wie kann ein Transfer zwischen Hochschule und Gesellschaft gelingen? Am Beispiel der Profillinie Bibliothekspädagogik im Masterstudiengang Bibliotheks- und Informationswissenschaft an der Hochschule für Technik, Wirtschaft und Kultur Leipzig (HTWK Leipzig) wird gezeigt, wie durch eine enge Verknüpfung von Lehre und Praxis Studierenden ein Einstieg in gesellschaftliches Engagement ermöglicht wird. Die Bedingungen und positiven Faktoren des Gelingens von Service Learning von der organisatorischen Planung bis zur Umsetzung werden anhand dieses Beispiels dargestellt. Dabei wird nicht nur die Perspektive der Lernenden, sondern auch die der Lehrenden und der Praxiseinrichtungen betrachtet.